Providing Access for Gifted Culturally Diverse Students
Providing Access for Gifted Culturally Diverse students
Issue of recruiting and retaining minority students
How to provide access: from deficit model to a dynamic model
Need to become culturally competent… to help close achievement gap
give families training to help close the achievement gap
Close achievement …develop student racial identity : do you like yourself as an African American”
(See Tube “Girl like me” Lynn Partridge’s e board)
peer pressure—anti-achievement
Multicultural ed. in order to engage students so tht they see themselves reflected in curriculum.
What kind of accommodations?
What kind of considerations?
Ford “identification earlier the better”
Braffman question (This presents conundrum since psychological wisdom says that is better to wait with minority children several years into schooling before testing so that students are exposed to curriculum and testing can reflect this.)
Robert Steinberg states that rather than give problem solving activities to the gifted “creatively gifted students find a problem to solve.”
The achievement gap is a complex issue that includes: social, economic, civil rights/history and moral components. “Deficit thinking is at the core”
Many variables that contribute to achievement gap some from school and some from home
Example could home and /or school which include: lack of rigor and lack of expectations
Home: 80% of African American students have a television in bedroom
Ford “Not a literary rich environment”
Ford “I want education to stop being color blind’ “Students have to not only do their homework but it better be neat”
Ford is asking for discipline, structure and consequences from schools and homes alike. From my perspective in order for the achievement gap to be addressed seriously I felt that Ford was stating there must a contractual agreement where schools and families must work together to share and maintain these three values.
Ford spoke of barrier for gifted minority identification:
1. lack of teacher referral
2. biased national norms
3. criteria used to identify gifted
4. black children not wanting to be single out and alone in gifted programming
(Example in picture book “213 Valentines”)
Ford recommends an attitude change beginning with teacher training
Language for classroom Speaking Thoughtfully
· Let’s compare these two pictures. How are they different?
· What do you predict will happen?
· How do categorize these items?
· What is your analysis, evaluation or opinion of this story? Explain your position
· What evidence do you have to support your answer or position?
· What is your hypothesis?
· What do you prefer this illustration? What criteria are you using to make this choice?
· What is your plan of action? Show me your outline. What are you using?
How Words Communicate Expectations and so much more…
Mature vs. too grown
Independent vs. stubborn
Social, extroverted, outgoing vs. needy, lacks independence
Thoughtful, reflective vs. slow, thinks too long
Inquisitive vs. asks too many questions
Curious vs. Noisy
Leader vs. Bossy
Highly verbal vs. articulate
Donna Ford shared a vocabulary list that demonstrates “A culture of thinking: Language of Thinking Vocabulary. She recommends that students be encouraged to use the following words in their everyday speech.
Providing Access for Gifted Culturally Diverse Students
Providing Access for Gifted Culturally Diverse studentsIssue of recruiting and retaining minority students
- Need to become culturally competent… to help close achievement gap
- give families training to help close the achievement gap
- Close achievement …develop student racial identity : do you like yourself as an African American”
(See Tube “Girl like me” Lynn Partridge’s e board)- peer pressure—anti-achievement
- Multicultural ed. in order to engage students so tht they see themselves reflected in curriculum.
What kind of accommodations?What kind of considerations?
- Ford “identification earlier the better”
Braffman question (This presents conundrum since psychological wisdom says that is better to wait with minority children several years into schooling before testing so that students are exposed to curriculum and testing can reflect this.)Many variables that contribute to achievement gap some from school and some from home
Example could home and /or school which include: lack of rigor and lack of expectations
Home: 80% of African American students have a television in bedroom
Ford “Not a literary rich environment”
Ford “I want education to stop being color blind’ “Students have to not only do their homework but it better be neat”
Ford is asking for discipline, structure and consequences from schools and homes alike. From my perspective in order for the achievement gap to be addressed seriously I felt that Ford was stating there must a contractual agreement where schools and families must work together to share and maintain these three values.
Ford spoke of barrier for gifted minority identification:
1. lack of teacher referral
2. biased national norms
3. criteria used to identify gifted
4. black children not wanting to be single out and alone in gifted programming
(Example in picture book “213 Valentines”)
Ford recommends an attitude change beginning with teacher training
Language for classroom Speaking Thoughtfully
· Let’s compare these two pictures. How are they different?
· What do you predict will happen?
· How do categorize these items?
· What is your analysis, evaluation or opinion of this story? Explain your position
· What evidence do you have to support your answer or position?
· What is your hypothesis?
· What do you prefer this illustration? What criteria are you using to make this choice?
· What is your plan of action? Show me your outline. What are you using?
How Words Communicate Expectations and so much more…
Mature vs. too grown
Independent vs. stubborn
Social, extroverted, outgoing vs. needy, lacks independence
Thoughtful, reflective vs. slow, thinks too long
Inquisitive vs. asks too many questions
Curious vs. Noisy
Leader vs. Bossy
Highly verbal vs. articulate
Donna Ford shared a vocabulary list that demonstrates “A culture of thinking: Language of Thinking Vocabulary. She recommends that students be encouraged to use the following words in their everyday speech.
Assess Criticize Doubt Infer Propose Ruminate
Assume Deduce Elucidate Inquire Prove Scrutinize
Conclude Demonstrate Entertain Interpret Question Solve
Cogitate Derive Estimate Judge Reason Study
Conjecture Detect Evidence Justify Rebut Suggest
Consider Determine Examine Ponder Recognize Suppose
Contemplate Discern Explain Posit Reflect Theorize
Contend Discover Explore Postulate Research Think
James Borland from Porfessor of gifted from Columbia University “You don’t have to have a 130 to get ride on the bus”
Gifted education must address: pace, breadth, depth and complexity.
Researcher named Cross identifies the following four stages of racial identity:
All four stages are evident in the book “Hope in the Unseen” by Ron Suskind our book club book.